How is science being taught? Measuring evidence-based teaching practices across undergraduate science departments

Drinkwater, Michael J., Matthews, Kelly and Seiler, Jacob (2017) How is science being taught? Measuring evidence-based teaching practices across undergraduate science departments. CBE Life Sciences Education, 16 1: . doi:10.1187/cbe.15-12-0261

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Author Drinkwater, Michael J.
Matthews, Kelly
Seiler, Jacob
Title How is science being taught? Measuring evidence-based teaching practices across undergraduate science departments
Journal name CBE Life Sciences Education   Check publisher's open access policy
ISSN 1931-7913
Publication date 2017-03-01
Year available 2017
Sub-type Article (original research)
DOI 10.1187/cbe.15-12-0261
Open Access Status DOI
Volume 16
Issue 1
Total pages 11
Place of publication Bethesda, MD United States
Publisher American Society for Cell Biology
Language eng
Abstract While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.
Keyword Science education
Higher education
Undergraduate science
Teaching practices inventory
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: School of Mathematics and Physics
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Created: Sun, 26 Feb 2017, 18:57:26 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation